1. FACULTY &
INSTRUCTIONAL DESIGN
PARTNERSHIPS: A CASE
STUDY
Dr. Nach Dave and Dr. Julia Miller

2. Outline
 Case Study Overview
 Genesis of the Project
 Project Roles/Level of Interactivity
 Online Program Development Process
 Demo of Course

3. Case Study: Online Pharmacy
Cert
 4 course certificate; 8 week courses
 Credit and non-credit options
 Fully online
 Keep class size relatively small (scale as
needed)
 Development team: faculty member
(SME/instructor;) Instructional Designer (ID),
Information Technology Resource Center
(ITRC)
 Development cycle: 3-6 months, per course

4. Online program description
 “Introduction to Regulatory Science”
 Four courses for the certificate in
Regulatory Affairs include:
 Course 1: Introduction to Regulatory Science
 Course 2: International Agencies
 Course 3: Drug and Device Regulations
 Course 4: Future Technology
 Credit or Non-credit offering

5. Genesis of the project
 Why the school of Pharmacy decided to
pursue this project?
 What is the goal of the online certificate?
 What is the value proposition?
 What does the market research say?
 Who is the audience?

6. Value Proposition of an Online
Certificate
 Flexible
 “Skilled” sectors
 Corporate and universities alliances
 Condensed Instruction
 Cost-Effective Education
 Career-Oriented Curriculum
 Immediate Impact

7. Global Demand for Online
Education
 For every foreign student studying in the U.S., there are three to five
students who would consume U.S. education online, if they had the
access or the resources
 Potential of 1.6 million international distance learning candidates
 Global demand for higher education forecast to reach 160 million
students in 2025
 Conservatively, 45 million users of online higher education
 Assuming average annual tuition of $4,800, global market for
online higher education will top $215 billion
Source: ThinkEquity Partners, Chronicle for Higher Education

8. Global Higher Education
Landscape8
Current % % of Students # of Students (mm)
China 3% 20% 240.0
Malaysia 14% 40% 8.3
India 4% 8% 11.0
Hong Kong 15% 20% 0.1
US 42% 45% 16.1
Projected by 2020
(a) Source: US Census Bureau, World Bank, Government of Hong Kong.
 Online courses will capture at least half of this growth - $200+ billion
opportunity by 2020

9. Strategy of Online Learning
This slide courtesy of Liz Ciabocchi „s and Amy Gaimaro‟s presentation: “Online & Blended Learning: Opportunities and Challenges”

10. Student Learning Outcomes
This slide courtesy of Liz Ciabocchi „s and Amy Gaimaro‟s presentation: “Online & Blended Learning: Opportunities and Challenges”

11. Development Challenges
 Create all courses from scratch
 High-level of interactivity needed for desired
learning outcomes
 Media rich
 Timelines (1 year to create the program)
 Limited time to devote each week

12. Levels 1-3 of eLearning
Interactivity

Level 1 eLearning (Basic): Content pages, text,
graphics, perhaps simple audio, perhaps simple video,
test questions.

Level 2 eLearning (Interactive): Level 1… plus 25% (or
more) interactive exercises (allowing learners to perform
virtual "try it" exercises), liberal use of multimedia (audio,
video, animations)

Level 3 eLearning (Advanced): Highly interactive,
possibly simulation or serious game based, use of
avatars, custom interactions, award winning caliber
courseware
September 2010 Bryan Chapman “How Long Does it Take

13. Level 2 eLearning: Estimated Development Time
Ranges
Low Range (average)
Rapid Development through Templated Interactions.
Simple Animation, Efficient or low-end Media Production
Average
Most Typical, Interactive eLearning Projects – Level
2
High Range (average)
Advanced and custom
interactions, Embedded simulation
activities and lots of media
184:1
267:1
127:1

14. eLearning development roles
 Subject matter expert (SME)
 Instructional designer (ID)
 Interactive designer
 Media production
 Programmer
 Quality Assurance (QA)
 Project manager (PM)
 Instructor/Trainer

15. Course Development Team
• Information
Technology
Resource Center
(ITRC)
• Library Services
• Office of
Academic
Affairs:
Instructional
Designer (ID)
• Professor
(Instructor/SME)
SME;
Instructional &
Interactive
Design, QA,
PM, Instructor
Instructional &
Interactive
Design
Programming
(Blackboard) &
Media
Production
Content
provider

16. Instructional Design
 Collaborative Approach
 One-on-one consultations
to address individual
course needs and design
approaches
 One size does not fit all
 Rubric for Online
Instruction
 Model best practices
 Resources
Rubric for Online Instruction
This slide courtesy of Liz Ciabocchi „s and Amy Gaimaro‟s presentation: “Online & Blended Learning: Opportunities and Challenges”

17. Instructional Design Process
(ADDIE)
This slide courtesy of Liz Ciabocchi „s and Amy Gaimaro‟s presentation: “Online & Blended Learning: Opportunities and Challenges”

18. Analysis
Task Resource/Role
Conduct market research University marketing services
Identify program goal VPAA, Dean of Pharmacy
Identify target audience All
Identify desired learning outcomes Instructor/SME and ID
Determine delivery platform IT
Resolve e-commerce need IT, School of Pharmacy Cont. Ed.

19. Design
Task Resource/Role
Develop a program template ID with Instructor/SME
Identify needed content Instructor/SME
Identify needed learning activities ID with Instructor/SME
Identify needed assessments ID with Instructor/SME
Identify needed supplemental
materials
ID with Instructor/SME
* Needed based on desired learning
outcomes

20. Development
Task Resource/Role
Create template in LMS GA or Instructor/SME
Create content: write mini-lectures,
pod-cast script, case-studies,
assessments
Instructor/SME
Create media: record video intro.,
mini-lectures and pod-casts
Instructor/SME & ITRC
Upload content to LMS GA or Instructor/SME
Create learning activities in LMS GA or Instructor/SME
Create assessments in LMS GA or Instructor/SME
Create surveys GA or Instructor/SME

21. Implementation & Evaluation
Task Role/Resource
Teach the course Instructor/SME
Collect student feedback Instructor/SME
Record instructor observations Instructor/SME
Revise course according to feedback
& observations
Instructor/SME & ID
Repeat as necessary…

22. Progress to date
• Course Design Initiated
• 1 Instructional designer
and 1 content designer
Jan 2013
• Approx 12.5/week
• Approx : 60/week
• (4:1 and 20:1)
First Course
completed by fall
2013 • 3 other courses need
completion for the
certificate to go “live”
• Parallel effort can
complete the required
work in 6 months time
Plan to roll out full
certificate by spring
2014

23. Take-aways
 Use an iterative process
 Create template for all courses
 Do all design work up front
 Record media all at once
 Design all media to be reusable
 Employ low tech solutions
 Utilize your university development team

24. Demo: Course Structure

25. Demo: Course Components

26. Demo: Sample Media
 Video
 Pod-cast
 Lecture

27. Online Certificate Ecosystem
LIU
Certificates
Global
Universities
Professional
Students
Corporate and
Government Clients
Corporate
Students